Purpose: To develop a comprehensive model of professional characteristics of an educator that will prepare them for high standards of professional achievements, as all professions demand standardization and formulation of guidelines in today's competitive environment. Design/methodology/approach: Literature on essentials of an educator was sourced…

The objectives of this paper are: to describe art education in New South Wales, Australia; to explain the Student Centered Art Appreciation (SCAA) Model; and to examine how and why the model works in the classroom. Art education is explored from four perspectives or theoretical frameworks: (1) the New South Wales Visual Arts Syllabus; (2) the SCAA…

Lowman responds to questions concerning his book, "Mastering the Techniques of Teaching," and his views on student-teacher relations, his model for effective college instruction, specific techniques for motivating students, student and teacher responsibility for learning, and the applicability of his model for developmental education. (DMM)

Discusses curriculum for students with hearing impairments is discussed by using a paradigm of practical curriculum inquiry-based humanistic principles with a primary focus on self-understanding. Curriculum is viewed as being socially grounded and constructed. This reconceptualization of curriculum is based on the fundamental elements of teachers,…

This article describes a systematic approach to communication appropriate for nearly all topics of elementary mathematics for students with disabilities. A matrix illustrates the interactive unit, in which the teacher provides input on concepts, routines, or problems by either manipulating, displaying, saying, or writing and the student responds…

Includes a preface and two articles: "Rhetoric in Action: Roger's Social Studies Classroom" and "Rhetorical Understandings for Social Studies Teachers." Details how one teacher applies rhetorical principles to teaching, so that student learning, enjoyment, and motivation increase. Focuses on the definitions and principles of…

Reviews research concerning the use of modeling strategies in music instruction. Asserts that nonverbal instruction is clearly preferable to verbal description in many situations. Concludes that modeling is effective in promoting musical skills across a wide age distribution. Argues that modeling is of value in teaching virtually any musical…

This handbook for teachers highlights issues related to the verbal participation of limited-English-proficient (LEP) students in the classroom, and provides suggestions for encouraging and integrating LEP students more fully into the ongoing verbal interaction in the regular classroom. The handbook's suggestions are based on the results of a…

Offers 10 principles of classroom discipline that can serve as general guidelines for teachers. These are: focusing, direct instruction, monitoring, modeling, cuing, environmental control, low-profile intervention, assertive discipline, I-message, and positive reinforcement. (IW)

Describes the use of theme cycles with a group of inner-city high school students with hearing impairments. Discusses the theoretical background of the thematic approach and describes the implementation process of a group learning cycle including false starts, question posing and data collection, teacher and student interaction, and final shared…

Presents 2 lists of 10 rules each summarizing considerations for effective and ineffective teaching. Recommends lists of rules as manageable amounts of information that provide retrieval cues for the information on which the lists are based. Suggests that the generation of lists can be an educational exercise. (DK)

Describes students' views on how teaching methods could be improved. Suggestions for teachers include deemphasizing errors, providing a pleasant atmosphere, showing enjoyment, bringing in humor, admitting mistakes, giving homework, and letting students talk. (SRT)

Investigates teachers' perceptions in two studies regarding extent to which various teaching methods are differentially appropriate for various types of students. Results of both studies indicate teachers do differentiate among appropriateness of various methods for different students, and their decisions tend to agree with existing research on…

Draws on 13 years experience teaching behavior-disordered students to identify effective teaching methods. Discusses the importance of honesty, fairness, consistency, persistence, intuition, praise, and humor in the teacher-student relationship. Provides eight guidelines for developing a workable and suitable classroom reward system. (JHZ)

This book provides teachers with strategies for maintaining and increasing appropriate behaviors as well as for preventing and remediating inappropriate behaviors. The 15 chapters provide suggestions and approaches to managing, motivating, and teaching students of all ability and motivational levels. The first three chapters address goals for…